A Case Study of the Relationship between Real Time Drawing of Rainfall Index R’ Calculated Using AMeDAS Data and Sediment-Related Disasters Occurred in July 2018 in SW Japans

In order to predict the site at risk for the occurrence of sediment-related disaster, the author has developed a system in which the value of rainfall index R’ can automatically be calculated and the calculated results are represented as a contour map with interpolated information between AMeDAS stations. Verifying whether the R’ value that calculated in real time using only AMeDAS data has a correlation with the timing and the place of sediment-related disasters occurred caused by the heavy rainfall in July, 2018, it was shown that the contour map of R’ value is sufficiently effective for the prediction of“ time” and“ place” where sediment-related disasters would occur. Under existing circumstances, however, from the viewpoint of the guideline of evacuation, it should be emphasized that we have only a few minutes to judge the danger of landslide disaster on the basis of R’ value alone.

Apparent Diversity of Igneous Rocks : Distribution of the granitic rocks and characteristic of lithologies

In junior high school, the students learn to observe igneous rocks, including plutonic and volcanic rocks. Igneous rocks exemplified in the textbook are only those of typical specimens. However, rocks, either igneous, sedimentary or metamorphic rocks, observed in the field are sometimes weathered and show various lithologies. In order to make it possible to correctly identify igneous rocks, it is necessary to correctly recognize both their textures and structures and their rock-forming minerals, rather than to learn the rock name and its photo solely on a one-to-one basis. Taking granites as an example, introduced are: (a) the distribution of the main granite bodies observed in Western Japan; (b) their lithologies and (c) their formation ages.本研究はJSPS 科研費JP22300272の助成を受けたものである

Consideration of a Field Work Training Program for Understanding of a Formation Process of Igneous Rocks and Effect on Topography

In junior high school, there is learning to observe igneous rocks such as plutonic and volcanic rock. It is necessary for students to understand that difference in texture of igneous rocks are derived from differences in formation process between plutonic and volcanic rocks. Through the observation of igneous rocks, students will be required to increase awareness of the various natural phenomena and topography are formed by various igneous activity. Students of science teacher training course have knowledge about classification method of igneous rocks, intrusive rocks already, however many students can't identify rocks at the outcrops. As many igneous rocks show many varieties, it's necessary to learn these rocks with field observation as well as textbooks. For university students of training teachers, we have developed a training program for learning and understanding of igneous rocks, selecting most suitable sites for this purpose

Learning context in Earth Science education using “water” as a material : the function of the water in the Energy circulation of the Earth’s surface

It is considered that the current school education is not sufficient to motivate children’s interest and concern and consequently their learning can hardly be proactive. In order to perform motivation of study, it is considered important to understand the meaning of why they should study. For this reason, in the present report, the author has rearranged the knowledge of systematic learning in the meteorological field which is learned during the course of elementary and junior high schools, and has also shown an example of a learning style to continue to expand study along the context, in order to clarify the meaning of learning knowledge.本研究は科学研究費補助金（課題番号：25242015）の助成を受けたものである

Development of 3D Teaching Materials for Learning Motion of the Moon Using WebGL Programming

In earth science education, it is very important to understand about appearance changes of the moon in accordance with relative position to the sun. In order to promote students’ spatial concept, it is necessary to understand moon’s revolution by observing themselves. Nevertheless, it is difficult to keep up observation, since the moon’s visible position is gradually change during 30 days, and opportunity of observable fi ne weather is limited. If such motion and appearance changes of the moon can be displayed on the tablet, and students can freely operation with fingertip, its understanding will be made possible. For this purpose, we have newly developed teaching/learning materials, especially of earth science. Here, the method of reproduce 3DCG shows the movement of moon using WebGL programming with JavaScrit libraries like Away3D, being helpful for learning motion of moon, is explained

A study of the development and the challenges of science teaching materials using VR technology

The purpose of this study was to create and use VR contents as science teaching materials, and to clarify the problems in creating and using them and using them as teaching materials. Assuming that ordinary science teachers create VR content, we gave graduate students who have not learned programming the challenge of creating the VR content. Two types of contents were created using A-Frame, an open source framework. The theme of the contents created were observation of plants in the field and observation of somatic cell division. As the results of this study, it was found that even programming beginners can create simple content with A-Frame, however, programming skills are necessary to create more advanced content. Regarding use, it was pointed out that the perspective was too emphasized and unrealistic. When used as a teaching material, there was a possibility that learning would not be deeply satisfied with the VR experience alone. At present, the position of the VR contents as science teaching materials is unclear. Further practical research is required.本研究の一部は，JSPS科研費19K02708ならびに19K03144および17H01980の助成を受けて行った

Significance of Learning the Diversity of Igneous Rocks: Focus on the identification of granite-like rocks

Igneous rocks are divided by the difference of constituent mineral and texture such as equigranular or porphyritic. In junior high school, it is required to observe the various volcanic and plutonic rocks and to understand that differences in their textures are caused by differences in their formation process. Although students of science teacher training course can correctly identify typical igneous rocks, but they often cannot identify rocks in the boundary region or untypical appearances. This study clarified that the beginners tend to identify igneous rocks based on uncertain features such as color and presence of magnetism rather than the combination of minerals.本研究の一部はJSPS科研費JP17H01980の助成を受けたものです

Classroom practice of local meteorological observation: The respective attitudes of the Students of Undergraduate and Graduate Sclools

Using a thermometer with a small time constant and a smartphone as a GPS function, we made mobile observations to investigate the spatial distribution of temperature in the classroom. It became clear that there is a significant difference in approach between undergraduate and graduate students in a observation of natural phenomena for which there is no clear answer, as in the case of meteorological observations.本研究はJSPS科研費JP17H01980の助成を受けたものである

Organizing an Astronomical Observation Activity in Cooperation with University and Compulsory Education School

Through the observation of natural phenomena, the importance of children's understanding with actual feeling has been emphasized. In addition, the experience of actually seeing the star raises the interest of the children and the possibility of connecting to the learning volition afterwards. Fortunately, the cooperation between the university and the compulsory education school enabled us to carry out the astronomical observation activity. This paper reports how the preparation was shared in the execution of an astronomical observation activity

Developing Web Clicker System to Support Classes Using Raspberry Pi

Recently, demand for clicker is increasing for the purpose of obtaining feedback in real time during class, and many products are sold for the improvement of class. In case of purchase of these existing products, there are many disadvantages such as the license fee is expensive or application versions are limited and so on. In this study, we developed a “Web Clicker System” to support classes using Raspberry Pi 3. The Raspberry Pi is a low-cost singleboard computer that uses MicroSD cards as storage instead of expensive HDD or SSD. By using this web clicker, the cost of introduction can be reduced by using the iPad or tablet PC that already introduced at school. In addition, it is possible to gather information other than choice, such as free description by text and photographs.本研究はJSPS科研費JP17H01980の助成を受けたものです